FIRST GRADE – TUMBLING

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WEIGHT BEARING ON COMBINATIONS OF THREE AND FOUR BODY PARTS: Part 1 – Rubber band (See Explanation in the Activities Section) Introduce the Fun Stunts – “Crab Walk; Forward, Backward and Sideways”. Part 2 – It is possible to have the students balance with two or three on the mat at the same time. Your consistency with discipline will be the determining factor as to whether your students can handle this. This would be to your advantage for the first two lessons, since with ten mats; you will be able to do these lessons with everyone participating at the same time. Begin by reviewing balance points and balancing on one body part. Move to review of balancing on four body parts. Introduce balancing on three body parts. You, the teacher, should begin by telling them the parts to balance on. Parts that can be used are: Head, shoulders, back, chest, elbow, hand, stomach, bottom, knees hips & feet. Examples of combinations are; two feet and one hand, two knees and one elbow, elbow-knee and one hand, head-elbow and knee, back-foot and elbow, etc. You should give at least five combinations, and allow everyone a chance to do them also make sure your class understands the concepts of balance and balancing on three parts before moving on to part three. Part 3 – 1. Choose three parts to balance on. (Allow you class to try this task at using at least three different combinations of body parts before moving on to the next task.) You might find that a head stand will come up here. If you have time you can introduce the Tumbling stunt: Frog Headstand/Tripod. 2. Choose three parts to balance on, each of the three parts must be different, example: you cannot use two hands, as two of the three parts. 3. Choose your favorite balance on three parts and practice it so that you can hold it still for at least three seconds. Get a partner, and show them your favorite balance and let them try it. Afterwards, they will show you their favorite balance so that you can try it. (Every few minutes, have them get a new partner so they can try another balance.)

WEIGHT BEARING ON COMBINATIONS OF THREE AND FOUR PARTS/TRAVELING SEQUENCE: Part 1 – Body Balance Tag. Play using a three-part balance. Part 2 – Review traveling in different directions and levels. Review the fun stunts; Bunny Rabbit Jump, Seal Walk, Frog Jump, Bear Walk and Elephant Walk Introduce the Fun Stunt – “Inchworm” Part 3 – 1. Travel to a mat in forward direction, when you get to the mat, do a balance on three body parts. 2. Travel to a mat in a backward direction, when you get to the mat, do a balance on four body parts. 3. Travel to a mat in a sideward direction, when you get to the mat, do a balance on three body parts. 4. Travel to the mat in a low level, and when you get to the mat, do a balance on three body parts. (Continue this with medium and high level) 5. Choose a direction to travel in, when you get to the mat, do a balance on three body parts. After you hold the balance for three seconds, choose a new direction to use as you travel to a new mat, when you get to the second mat, do a balance on four body parts. (Allow the students to do this task two or three times, each time encouraging new ways of traveling and balancing on different combinations of body parts.) 6. Choose a level to travel in, when you get to the mat do a balance on three or four body parts, after you hold the balance for three seconds, choose a new level to use while traveling to another mat. When you get to the new mat, balance on either three or four body parts, which ever number you didn’t=t choose to balance on at the first mat. (Allow the students to do this task two or three times.) As the teacher, be watching to see that they are choosing new levels or directions, that they are balancing on the correct number of body parts and that they are moving and balancing with safety and control. Point out sequences that are unique or exciting. When you do this, be sure to have the class stop and sit in own space to watch the student who is demonstrating.

REVIEW LESSON: ROCKING AND ROLLING FORWARD AND SIDEWAYS: Part 1 – Growing Flower. (See Explanation in the Activities Section) Part 2 – Review of rocking on the three body surfaces and rolling forward and sideways. Review the Fun Stunts – “Rocker, Pencil Roll and Log Roll.” You can refer to the kindergarten lessons when putting this part of your lesson together. Be sure that your class understands the concepts of rocking smoothly, and rolling safely. Remember to tell your class when doing the forward roll As you do this, be sure to keep your chin tucked into your chest whenever you roll across the back of your head neck and back. Part 3 – 1. Begin with a sideways roll, after you finish your roll, begin rocking on your front surface. 2. Begin with a forward roll, after you finish, begin rocking on your back surface. Part three: Begin with a roll, and when you finish your roll, begin rocking on one of the three body surfaces. (Have the students try at least three different combinations for this task.)

BACKWARD ROLL: Part 1 – Do a fitness circuit warm up. Part 2 – Remember when teaching the backward roll, that your students are used to moving with control, and you should continue to expect that from them. Rolling backwards is transferring weight along the back surface of the body, in a backward direction. The same safety issues apply, and should be emphasized. The same body parts are involved in this roll, as the forward roll, and that also can be brought to the students’ attention. You should emphasize the use of the hands to take the weight as the back of the head and shoulders are on the mat. It is also important to emphasize As you do this, be sure to keep your chin tucked into your chest whenever you roll across the back of your head neck and back. 1. Start with your body in a high level, on your two feet with your back facing the mat. Change to a medium level, and transfer your weight to your seat and then back up to your feet. Try this a couple times. 2. Start with your body in a high level, on your two feet with your back facing the mat. Change to a medium level, and transfer your weight to your seat and continue transferring your weight to your back, be sure to stay in a tucked shape, and then rock back to your seat and then feet. 3. Start with your body in a high level, on your two feet with your back facing the mat. Change to a medium level, and transfer your weight to your seat and continue transferring your weight to your back and on to your two hands and the back of your head, be sure to stay in a tucked shape, and then rock back to your back, seat and then feet. 4. Start on your two feet, with your back facing the mat. Change to a medium level, and transfer your weight to your seat, continue transferring your weight to your back, and then all at the same time take your weight on your two hands and back of your head and then over to go directly to your feet. This time when your head touches the mat, your arms should be trying to push your body over to your feet. It is important that you keep your chin tucked in, and your legs in tight to your body. As your feet touch the mat, push with your hands to come to a standing position. You as the teacher should be watching to see that everyone keeps their chins tucked and is using their arms to help feet get over the head. At this age, they will probably not be afraid to do the roll, however, if you come across a student who even with your help cannot do the roll safely, allow them to do the roll over their shoulder instead of their head. Do not move on to part three until all of your students can do this skill safely. As you talk your students through the progression of body parts, you may notice that this closely resembles the Tumbling Stunt: Backward Rocker. Introduce this skill before going onto the backward roll. Part 3 – 1. Choose one of the three rolls, forward backward or sideways to do at your mat. Travel to another mat and do a different roll. Continue traveling to different mats, trying each of the three rolls. Don’t duplicate a roll until you have done all three, then you can start over again. 2. Each time you travel to a new mat, you must choose a new way to travel. Continue trying all three of the rolls.

REVIEW JUMPING SKILLS AND INTRODUCE THE CONCEPT OF FLIGHT: Part 1 – Snow people! (See the explanation in the activities section) Part 2 – Flight is the portion of the jump when the body is actually in the air. Review of basic jumping. Introduce the concept of flight. Controlling the body while it is in the air. Everyone do a jump starting on two feet and finishing on two feet. When you are up in the air, see if you can touch your knees and put your hands back up in the air before you land. This time, see if you can touch your hips and put your hands back up in the air before you land. You can do this task, attempting to touch various body parts; head, shoulders, elbows, knees, toes, back, bottom, stomach etc. You can also combine two body parts in a sequence, IE: Touch your head and then your shoulders before you land the jump. This time when you jump while you’re in the air, make a large shape with your body. This time when you jump while you’re in the air make a narrow shape with your body. Introduce the Fun Stunts; “Knee Slap and Heel Slap”. (You can continue along this vein giving the students shapes they can make while they are in the air. Do not use turning in this lesson.) Part 3 – 1. Stand in front of your mat, jump and do a trick in the air and when you have landed on your feet, do a forward roll. 2. Stand in front of your mat, with your back facing the mat. Jump and do a trick in the air, and when you land, do a backward roll. 3. Stand with your side facing the mat, jump and do a trick in the air, and when you land, do a sideways roll. 4. You choose the jump, trick and roll you will do.

JUMPING WITH EMPHASIS ON TURNING 1/4, 1/2, 3/4 AND FULL TURN: Part 1 – Play Bridge Tag. Part 2 – This is a continuation of flight. The act of turning is done while the body is in the air. When the students turn, the action of the arms and head assist in the turn. At some point you should introduce the idea of the body following the head. As they begin the jump, the eyes should focus on a point in the direction of the finish of the jump. IE: Everyone face me, when I say go, I want you to jump up in the air, and finish your jump facing the wall to your right. This is called a quarter turn. (These next points can be questions or commands) when you do a quarter turn, what should your eyes focus on to help your body turn? (Something in the direction of the intended finishing position) What will your head do, in order to let your eyes focus on this point? (It will turn toward that direction) After your head turns, what part of your body naturally follows? (Shoulders, and then torso, hips and finally legs.) These questions should be asked one at a time. Allowing a few minutes to practice the skill before expecting an answer. If you would rather tell them the answer, you should still allow them a few minutes to practice the jump before giving them the next piece of information. When you have finished these points with the quarter turn, you should move on to the ½ turn. Review the points just taught and transfer them to the ½ turn. Then continue on to the ¾ turn, finishing with a full turn. Once everyone can do each of the four turns, you can move on to part three. Part 3 – Stand facing the mat in a forward direction, jump doing one of the four turns we practiced today, which ever way you land will determine the type of roll you will do. If you land with your side facing the mat, do a side roll, etc. Have the students do this task using all the jumps and rolls.

SEQUENCES USING FLIGHT, ROLLING AND WEIGHT BEARING: Part 1 – Play Bridge Tag. Part 2 –Practice the different rolls, jumps and balances. You can do this in stations or dedicate an amount of time to spend reviewing each of the skills. Part 3 – (After you give each task, allow enough time for all the students to try the task at least twice before moving on to the next one.)

1. Stand next to your mat. Do a jump from two feet, and while you are in flight, do a trick. When you land roll, and finish your roll with a balance on three body parts. (Do this task at least three different ways, changing your trick in flight, the roll you use or the balance that you do.)

2. Stand next to your mat, and do a jump that uses one of the four turns you have learned, and when you land, do a roll from that direction. Finish your sequence with a balance on four body parts. (Changing your turn, the roll and the balance that you use each time you get a turn.)

3. Travel to a new mat. Perform a jump doing a trick while in flight, land and do a roll, and finish with a balance on three or four body parts. Once you have held your balance for three seconds, travel to a new mat. When you get to the new mat, jump using a turn that will allow you to do a roll in a different direction from the first sequence. After you land and roll, balance on either three or four body parts, being sure to do a different balance from the first sequence. While you are waiting in line, be sure to think of the routine you will do next.

You can continue task number three, continuing to move from mat to mat changing the jump, roll and balance at each mat.

SEQUENCES USING TRAVELING, FLIGHT AND ROLLING: Part 1 – Warm up with a fitness circuit. Introduce the Fun Stunt; “Army Crawl, Lame Puppy Dog and Double Lame Puppy Dog”. Part 2 –Allow for a few minutes of practice. Part 3 – Today you are going to make up a tumbling routine. Your routine must have a definite beginning and end. I will know the beginning and end because you will hold your weight still for three seconds before beginning movement and three seconds at the end after finishing your movement. Your routine must include: Traveling to the mat in one of the three levels. Jumping from two feet to two feet using one of the turns or tricks in flight, and one of the three rolls that you have been practicing. Remember you want your routine to be smooth. All the moves should flow together. At the end of class you will get to show your routine to the class. (During the practice, you as the teacher can choose students who’s routines are exceptional to show the class for example. When you are ready to have the whole class watch, have all the students sit off their mats, and allow one student from each group go at the same time. The remainder of the class watches the routines. This way you should be able to do 30 or 40 routines – 10 at a time [ten mats, ten at a time] in just a few minutes.)